When Students Resist: Ethnography Of A Senior Design Experience
When Students Resist: Ethnography Of A Senior Design Experience
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当学生抵制时：高级设计经验的民族志
DOI：
10.18260/1-2--10822
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
J. Lucena
中科院分区：
文献类型：
--
作者：
G. Downey;J. Lucena
本民族志研究探讨如何在传统的高级设计课程的工程专业学生解释设计任务的工程科学。这些学生被教导要重视“科学”和“设计”之间的区别，他们倾向于抵制设计教育。他们已经学会了把设计看作是数学问题解决的一个微不足道的延伸。这种倾向使得激进的教师很难说服学生，设计引入了全新的学习问题。虽然范围有限，这项研究表明，工程教育的改革是成功的，它可能需要超越工程设计，在工程科学的返工教学以及。
This ethnographic study explores how engineering students in a traditional senior design course interpreted design assignments in terms of the engineering sciences. These students, who had been taught to value the distinction between ‘science’ and ‘design,’ tended to resist design education. They had learned to think about design as a trivial extension of mathematical problem solving. This predisposition made it difficult for activist faculty to convince students that design introduces entirely new learning issues. Although limited in scope, this study suggests that for reform in engineering education to be successful, it may need to go beyond engineering design to rework teaching in the engineering sciences as well.